English Survey

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Buenas Tareas - Ensayos Premium y Gratuitos, trabajos de grado & Notas de libros EXPLORAR EL... DOCUMENTOS GUARDADOS DOCUMENTOS RECIENTEMENTE VISTOS TRABAJOS QUE HE DONADO CONFIGURACIÓN 1. PÁGINA PRINCIPAL > 2. TEMAS VARIADOS 3. > 4. LICENCIATURA EN LENGUAS... Licenciatura En Lenguas Modernas Enviado por jorgee3022 6/12/2012 22120 Palabras PÁGINA 1 DE 89 TEACHING BEYOND WORDS: VERBAL AND NON VERBAL COMMUNICATION IN THE FRAME OF TEACHERS’ DISCOURSE RESEARCH PROJECT Juan Pablo Ramírez, Jorge Enrique Rodríguez and Jhon E. Solano La Salle University BA in Spanish, English and French

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Buenas Tareas - Ensayos Premium y Gratuitos, trabajos de grado & Notas de librosPrincipio del formulario

Final del formulario EXPLORAR EL... DOCUMENTOS GUARDADOS DOCUMENTOS RECIENTEMENTE VISTOS TRABAJOS QUE HE DONADO CONFIGURACIN1. PGINA PRINCIPAL>2. TEMAS VARIADOS3. >4. LICENCIATURA EN LENGUAS...Licenciatura En Lenguas Modernas Enviado por jorgee3022 6/12/2012 22120 PalabrasPGINA1DE89TEACHING BEYOND WORDS:VERBAL AND NON VERBAL COMMUNICATION IN THE FRAME OF TEACHERS DISCOURSE

RESEARCH PROJECT

Juan Pablo Ramrez, Jorge Enrique Rodrguez andJhon E. Solano

La Salle UniversityBA in Spanish, English and French

Professor:Ximena Bonilla2011-2012Maria Teresa Beltran Aponte 2012 October 12, 2012TABLE OF CONTENT1. ABSTRACT2. STATEMENT OF THE PROBLEM2.1 BACKGROUND2.2 DESCRIPTION OF THE PROBLEM2.3 RESEARCH QUESTION3. OBJETIVES3.1. GENERAL OBJECTIVE3.2. SPECIFIC OBJETIVES4. THEORETICAL FRAMEWORK5. RESEARCH DESIGN6. DATA ANALYSIS6.1 FINDINGS AND CONCLUSIONS6.2 RECOMMENDATIONSREFERENCESAPPENDICES

ResumenEsta investigacin se enfoca en la identificacin de los elementos encontrados en el marco del concepto del discurso del profesor en la enseanza del idioma Ingls como lengua extranjera. Muchos otros estudios se han concentrado en la manera como se analiza el discurso del profesor desde una perspectiva metodolgica y como alternativa de estrategias de enseanza para una segunda lengua. Este documento se concentra en la identificacin y distincin de los elementos constructivos del concepto del discurso del profesor, a saber: actos de habla de persuasin, de postura y de asercin teniendo en cuenta la comunicacin verbal y no verbal en el contexto de la clase de ingls.AbstractThis paper aims to focus on the identification of elements found on teachers discourse in language teaching. Most of the studies concentrate on the way that teachers discourse is analyzed from a methodological perspective or an alternative point ofview of strategies in teaching a foreign language; in this paper the concern will be the identification and distinction of constitutive elements of the concept of teacher discourse spreading from: persuasion, engagement of a topic, assertiveness and speech acts, mainly considering verbal and non-verbal communication observed in the context of an English class.Key words: Discourse, verbal communication non-verbal communication, persuasion, engagement, context, assertiveness.Statement of the problemBackgroundEnglish language teaching process has become a priority within the academic field in Colombia, in which most universities and institutions have established intercultural knowledge in agreement with several prestigious institutions abroad in order to develop successful programs in teaching English as a foreign language. Based on this tendency, many programs have established an inclusion of language competence and in general, EFL communicative concepts. Many programs are being followed at Universities with faculties in foreign language such as: Universidad Nacional de Colombia, Universidad Javeriana, Universidad de La Salle, la Universidad de los Andes, among others mentioning only in Bogot.One thing that explained this tendency is the inclusion of English language by competences in programs at the nationwide context in Colombia. Due to this inclusion, the English language teaching directions have been sharing the same purpose that the central Colombian government has had since the Programa Nacional de Bilinguismo 2004-2019 (Ministerio de Educacin en Colombia) was established.As a response to the globalization process, the program aims to set communicative competences in a foreign language in order to lead people to be able to speak at least a second language.There are many factors involved in the inclusion of a second language, which are: the facility of acquisition of a new set of communicative construction, comprehensive grammar structure, and the strong influence of intercultural phenomenon in the whole America Continent. Thus, English language was the target language of the Bilingualism program currently existing in Colombia. English language has had a predominant insertion among institutions and in general terms, in all the academic field in Colombia; in addition, the competitive aspect on the working, industrial, and the financial fields require every day, more and more, the acknowledging of English language as an important item to be included in a professional curriculum in Colombia.Consequently, English language knowledge is more than a fashion or a matter of being updated to the rest of the world. English language knowledge has been a real necessity for all the professional competitive population in Colombia. Therefore the number of English language institutions and B.A programs in Colombia has increased in the past decade in a significant mode. At the same time, English language communicative competence in acquisition and learning processes have had a remarkable change. Meanwhile, English language knowledge has enforced the implementation of new strategies and methods on teaching English. This research study was carried out at La Salle LanguageCenter, as one of these places that guide the learners towards English learning process, where the communication strategies have an important role in making an effective acquisition of English as a foreign language.Many studies and investigations towards teaching English as a foreign language and techniques had been done in Colombia and in other countries. Those studies have had successful results looking at ways to improve teaching English. Most than describing the influence that teachers discourse approach has on learners, there are some valuable investigations related to the teacher activity in the classroom when the teacher himself direct a Peer-directed learning in a classroom established from the teachers discourse approach. Noreen W (2004) argue that teachers discourse is introduced within existing classroom context in which teachers (and students) have pre-existing beliefs about teaching and learning and often have well-established instructional practices and norms guiding interpersonal exchange. This inclusion part is also taken into account in our study, in term of how the teacher might create a favorable environment promoted from the teachers discourse by using pertinent communication patters according to the context involved inside the frame of verbal and non-verbal process. That is why this research study became pertinent to establish a set of distinctions, identifications and an analysis regarding existing teaching English strategies.Learning a new language could be considered as a complex task because it means to restructure a set of communicative rules organized inrelation to the mother tongue, plus the opening of a new door to cultures and the inclusion into the professional field.During one year and a half of a practicum and observation process through 2011-2012, a circumstance presented at La Salle Language Center that had to do with students manifesting low English language communicative skills perceived on the reading and speaking moments in which the students were performing an activity or task in the classroom and also the reduced proficiency competence shown in some other class activities. All of these circumstances were observed in the first stage of the practicum section at La Salle Language Center. As a consequence, this phenomenon was reflected in students absences and cases of noticeable lack of use of English in classes.

Description of the problemThe project was developed at La Salle Language Center, a language institution in foreign language studies, located in Bogota, where all undergraduate students from different majors, join at the same place with the same purpose, that is: to learn English. Considering this context, we build up a set of observations that allowed the identification of the patterns of communication derived from teachers discourse.According to such observations, we noticed that there were students who despite of being a in a long term period in the Foreign language program, the employment of a second language was not applied as expected in the classroom context where the mother tongue to take over that was shown in some classes through absences, low commitment to the activities set by the teacher.Thisinformation mentioned above was based on a descriptive observation and constant comments from the learners where they affirmed not to have a significant advance in developing communicative skills in English. For this reason, this descriptive research study wanted to explore and identify the main effective strategies and relevant techniques founded on the concept of teachers discourse that might improve the learning process of the teacher.In agreement with the importance of the inclusion of the latest English teaching strategies and the observation in context, we identify the most relevant aspects that make teaching English effective and the method and strategies that weight it as meaningful at La Salle Language Center. We started by defining the pertinence of two elements in which communication is structured. They were verbal and non- verbal communication as ways of transmitting knowledge or put into context the English language in real situations. These two essential components of communication are implicit in the frame of teachers discourse that is the macro- concept that we analyzed. We carried out this descriptive research study during the period of practicum at La Salle language center that was from the first semester of 2011 to the first semester of 2012.The purpose of the study aimed to extract, analyze, and to describe the most effective ways of teachers discourse upon verbal and non-verbal communication and its possible implications within the classroom context. In order to interpret the information, we considered both, teachers and students, as participants by systematizingverbal and non-verbal communication facts into categories that allowed us to define the development of an English language class. As a result of the teachers discourse notion, we temped to gather all the information regarding teachers discourse beyond describing or analyzing the data collected from the use of the instruments of data collection. This project also is concerned with alternatives that could be taken as useful teaching techniques based on verbal and non- verbal communication.The perspective based on verbal and non-verbal communication is part of the whole main concept denominated teachers discourse. The teachers discourse analysis that this Research study wanted to adapt, allowed the identification of communication patterns inside a foreign language class development. Letting the concept be validated from an educational condition, whereas, the teachers discourse multiplied the option to obtain reliable information at the moment of observing the factors found in the teaching techniques, strategies and methodologies.Later on, this research study made us ask ourselves; what would be the most suitable research method to identify the teachers patterns and elements in the teachers discourse. We found out that the appropriate path to distinguish the teachers discourse elements is by following a descriptive method. Thereafter we looked for one research method that helped us in the best possible way in the categorization of the same teachers discourse elements. As final consideration we determined that the research study would offer the desired aspects applying element-reportstudy which is, in other words, a case study method. A case study research model was useful for discovering communicative facts in the frame of teachers discourse. In consequence, the case study method adopted fitted in this study with the data collection instruments and the qualitative perspective that flourished from the observation.This research study wanted to identify was how students were reacting to teachers discourse when they were getting immersed in a foreign language context. Likewise, we attempted to determine the most suitable ways in teaching English language process, taking into account verbal and non verbal communicative factors in the frame of teachers discourse and we also aimed to describe how verbal and non-verbal communication is used within the classroom context during a class development. We wanted to observe this phenomenon in order to suggest possible alternatives of communication that might help a teacher working at La Salle Language Center and the future professionals, to build up a meaningful set of interaction in a second language.

The employment of teachers discourse had an active involvement on professors and their own teaching process in the fact of developing communicative strategies which helped to increase their performance. In addition, this descriptive research became a fundamental aid to improve our own communicative approach in terms of leading to significant processes based on the application of elements such as: effective speech, interaction, body language, facial gestures, persuasion, engagement of a topic, and the use of the classroom space.The goal of this study is not to change or intervene on the communication methods of the teachers from La Salle language center. In fact, our descriptive research was fulfilled with teachers collaboration. This research study wanted to concentrate on teachers communication features that relied on the teachers language needs, and how the information was transmitted within a friendly and dynamic classroom environment. In that sense, for carrying out this research study, we collected data that allowed us to describe and portrait the impact of teachers discourse. Finally we emphasized in the function that teachers discourse may have on students of La Salle language center, which was to encourage the students to take a second language learning process as a useful resource far from a mere mandatory subject to obtain a degree.This research project wanted to dig into the concept of teachers discourse in order identify the aspects regarding to the way of engaging the class once the session gets started, and persuasion techniques to encourage the learners to be willing to acquire a foreign language taking into account the strategies founded in verbal and non-verbal communication.This project allows future researchers to identify the frequency of communication techniques applied from verbal and non-verbal communication coming from levels of interaction, speech acts, to body language and the use of classroom spaces that somehow allows the teacher to set up a close proximity to the students and so; to encourage them to enjoy the class sessions and to become aware about the importance ofacquiring a foreign language in terms of getting to know cultures, becoming successful in any career, etc, only by guiding and not by imposing.

Research QuestionWhat are the main communicative teaching strategies or techniques involved in verbal and non- verbal communication applied by the teachers from La Salle language center based on the concepts of teachers discourse?

Objectives

General ObjectiveTo identify the features of effective communication strategies in the teaching process of verbal and non-verbal communication discourse within the classroom context.

Specific ObjectivesTo demonstrate how the teachers form La Salle language center are applying their verbal and non-verbal communication strategies in a classroom context based on the concept of teachers discourse.To describe the elements of interaction between teachers student in the speech acts of the classroom moments from the beginning with the presentation of the topic passing through inducing until the wrap up.

Theoretical Framework

In order to overview the Concepts of teacher discourse, some authors are going to be mentioned and analyzed in this literature review. So then, we are going to take in account these several assumptions and theories accepted into educational context that support our theoretical framework in terms of the usage of teachers discourse. Banner (2000) affirms: However, it is very important to state the concept of discourse to have an overview in terms of communication approaching before explaining the discourse within the educational environmentbased in the teaching process of a second language ( p.90). Such statement was useful for the sake of the research because it allowed understanding the concept of teachers discourse is based on generating communicative strategies to lead an effective teaching process of a foreign language in the classroom context of the language center.Brandsford (2000) affirms: Discourse refers to spoken, written or signed language in terms of communication forms (p.65). Considering this, we are using this concept to set a to set two categories of observation such as verbal and non-verbal communication used in the classroom context to convince the audience about the paradigm, and idea, a point of view, a belief, etc (Garfunkel , 1995). In our research we consider this issue about convincing as part of the research as part of teachers discourse when a professor in a class tries to engage the learner into the teaching purposes establish in the classroom.The above mentioned elements are the ones that were considered in the frame of this research and they helped gathering aspects such as conception, desires, expectations, and experiences using teaching discourse and communication techniques in the classroom context in the language center.Concepts of English discourseIt is necessary to include the main concept of English discourse in relation to the concept teachers discourse because it helped the researcher to have a precise idea of the methods established in terms of communication of approach within the classroom context to encourage the students to communicate in a foreign language. Followingthat line of research we have considered the concepts and theories of authors such as Rebollo (2005) who states that Teachers discourse is a verbal or non-verbal action which it goes towards the personal growing of the teacher and the learner. Also is a process of transmitting (transactional) or sharing information (interaction) through communication techniques which varies to the teaching style used by the teacher.Teachers discourse is based on certain aspects: One has to do with the dynamism of the speech, as it takes place at a time (class or lesson) and space (classroom). It is, therefore, a process that regulates teacher-student interactions. Furthermore, the fact of delivering a concept is interpersonal goal-directed where the main goal is to develop a foreign language development in the way of creating an awareness among the learners in terms of understanding the importance of the foreign language use to apply in real contexts ( Caron, 1989).Such aspects are supported in a dialogic discourse that produces constant interaction towards application of foreign language concepts on the daily basis life styles taking into account a reciprocal teaching where the teacher and the students negotiate interaction within the classroom context based on the learners language needs ( Pallinscar, Brown, 1989). These goals become a challenge that points towards approaching the learners to a second language by enriching and immersing the students about the use of English in terms of communication ways to express an idea, to understand the importance of a second language and to interact topeople who are even part of another culture.Taking into account the information above and this specific research context, the teachers discourse is applied on a pedagogical frame that involves variable roles of the language teachers regardless the learners responsiveness where the classroom becomes a type of discourse community that sets the teacher within the role of a mentor who adjusts their own discourse to the teaching purposes in order to develop a new refreshing idea of learning a foreign language.Characteristics of teacher discourseSome characteristics in teachers discourse are related to evaluative processes, which means that the teacher sets a bridge of communication to establish an assessment process taking into account the aims of a foreign language teaching process based in contextualizing an acquired language into real situations.

One characteristic of teachers discourse refers to engagement of a concept or information where according to Pallinscar, (1984) the teacher applies the discourse to persuade the learner to get immersed into the frame of a new language. This characteristic of persuasion which depends on how is the discourse managed taking into account certain factors such as reliability (Leech, 1983) of the information given, the confidence shown when supporting and idea or an assumed knowledge; is relevant to this research because we analyzed this feature in our study. In that sense, all of these set of concepts becomes useful due to the fact that leading the students to convince themselves about the relevance of acquiring a foreign language was part ofteachers discourse.The third characteristic of teachers discourse is about transmitting the information or called (transactional) element that involves the transmission of information where discourse can just be focused on going through a drilling process and repetition or to include interaction founded meaningful learning of persuasion and engagement based on language needs (Brown,1983). The final characteristic is focused on encouraging the learners to develop speaking skills upon interactional discourse which concept by Brown and Yule (1983) where the student gains more participation and is capable to express freely in a foreign language despite of the possible inaccuracy of the language use. This was observed during our research; students use the language even though, sometimes, the accuracy was not appropriate.

These characteristics stated above, establishes the importance of teachers discourse in terms of setting a bridge of communication as a tool of delivering concepts, convincing the learner about the pertinence of learning a foreign language and adjusting the teaching process to the students needs. However, through this research study, we had observed variations of these characteristics due to the fact that each teacher has a unique way to perform their own teachers discourse.

Types of discourse

There are many ways to classify teachers discourse which focuses in contextualization and interaction as well. As It was established by Brown (1983), contextualization is an essential type of discourse due of the fact of encouraging the learner by setting realcontexts where the students are usually immersed to.

The second type refers to interactional discourse (Brown and Yule, 1983) where the teacher setsthe contextthat accommodates to the language needs of the learner while developing mutual interaction and autonomy to express an idea. Another type is called Transitional (Brown and Yule, 1983) which means that interaction becomes an irrelevant fact and the learners are just the listener.According to Ochs (1979) Teachers discourse canalsobeplannedor unplanned. Unplanned discourse includes conversation, informal debates or role plays which interms of strategies based ondiscourse, carries out an important role in terms ofpersuadingthem to be part ofsituations that require a foreign language use. On the other hand, planned teachers discourse is strictly related to context-reduced because the teacher prepares his/her discourse only to provide knowledge supported on arguments, experiences, and examples.

Finally, taking into account communication forms, they are two essential types called verbal and non-verbal communication. Theverbal communication depends ondialogic andmonologicstrategies (Gergen, 1990) where the first one is expressed through oral modality that set roles of interaction to all participants within the classroom environment while encouraging cooperative learning and intensive use of speaking skills. Meanwhile,monologic, is also oral but is purely transactional (Brown and Yule, 1983) where aspects such as intonation, knowledge of the concept, and supporting ideas highlighting the importance oftransmitting information by teachers discourse.

In the context that of the research study, these issues are observed in the way that the teacher spoke to learners and set the manner of communication among the participants in a class.On the other hand, nonverbal communication (Miller,1998)includesapparent behaviors such as facial expressions, eyes, touching, and tone of voice, as well as less obvious messages such as dress, posture and spatial distance, body movements, etc. Such aspectshave being described during the observation classes andprovidingusefultools to fulfill our own teachers discourse.Discourse as a way to approach language teaching

In the modern teaching processes, the role of teachers, materials and learners are constantly changing as well as the discourse perspective in language teaching. Therefore, the communicative strategies and approach methods are in theory ways to encourage encouragesthe learner to be aware of the importance of learning a foreign language ( Cohen, 1990 ).As researchers, we know that a learner is no longer a passive recipient of the teaching process. Consequently, the teacher takes into account the elements such as non-verbal communication techniques or spoken strategies (Ormond, 1999) weather they are to transmit a concept or to share and negotiate language in order to increase their language proficiency and great self-confidence where the teacher emphasizes in developing autonomous learners (Cohen, 1990) seekers to gain language skills meanwhile going through the goals established in the classroom. These approaching techniques arevariable and change as the teaching style as well, and that was observed in our descriptive research study, where each professor had his or her own style to get closer to the student and modifying the behavior as long as the class were developed using variation of elements inside verbal or non-verbal communication features.According to the above information, teachers discourse is a way to reach the goals implied during the foreign language teaching process such as increasing grammar, accuracy, enriching vocabulary , develop self- correction, enhance communication competences content in English and create a personal perspective about the benefits of acquiring a new language. However, these approachingare adjusted to the strategies,policies of an institution (in this case the language center) and the ideologies and conception that the teacher consider the most relevant to teach English.Teachers discourse based on speech acts towards language teaching

Apparently the pedagogicdiscourseto certain meaningful expressions of a teacher which are provided to specific learnersareconsidered as a tool that establishes a communication bridgethatallows the teacher to provide the needed information in terms of language knowledge. Therefore, the speech used to transmit the information and the communication techniques used (gestures, body language, intonation) becomes essential to get the learner into the language learning process.

As teachers, we are able to notice that communication takes place when speakers (teacher student; student-student) share, beliefsand assumptions called cooperative interaction (language teaching aim). However, other teachers rather of applying other methods of communication to exchange thoughts, ideas or information differentfromthatofinteractionways based on the fact that the teachersstick to the traditional methods of applying discourse imparting the rules and conditioning the learner to be engaged to a foreign language through threatening act (show the learner that not being willing to learn would put him/her in an serious situation in terms of grades). On the contrary, what we observed was a real communication approach were teacher stress on the importance of using English in a real context.

The speech act (Austin, 1975) in terms of teachers discourse towards language teaching is based on the intention of the teacher to carry out the linguistic expressionswhich are immersedin verbal and non-verbal communicationpatterns. Thereare5 types of speech performances: assertive, representatives, expressive, directives and the comissives according to Searle (1985).

Thefirstone is assertive, which purpose is to contextualize everything to the real world. Besides, the use of personals experiences turns to be a fundamental tool to engage the learner to a new knowledge. Also, it refers to understanding the students point of view and to have the correct information that supports the purpose of a teacher when leading a learner towards gaining a foreign language. The second type is expressive where the body language and gestures takes an important role and facilitates communication between the teacher and thelearner. Also, it becomes useful when giving directions because the teacher uses their visual body language meanwhile using clear spoken communication to explain a procedure step by step (Gumperz, 1990).The third type is directive that enables the teacher to impose some action on the learner (Turrel, 1995). This means that the student is given specific rule that must comply depending of giving commands, orders or to request something in terms of discipline and well behavior.Finally, in thecommisivesact of speech towards language teaching the teachers emphasizes their discourse in doing promises of achieving certain goals in order to motivate the learner. For example when learning English some teachers tend to sell the idea that acquiring a foreign language is a plus that could open doors for future purposes such as job opportunities, communication improvement, etc. However it is important to state that since teachers discourse is variable; this promises might or not be found during our research project.Although it seems that teaching languages share the same line of speech acts, each one of these speech acts are used in specific moments regarding to experiences, backgrounds, point of views, sharing the importance of gaining a foreign language, visions about the world, etc. Consequently, the effects of teachers discourse and outcomes expected during the observation might turn out diverse because,as it was mentioned before, each classroom portraits a unique discourse community where each situation got adjusted to the most appropriate way of establishing teachersdiscourse.

Implications of non-verbal communication in teachers discourse

Nonverbal communication is a linguistic expression thatcomplements spoken techniques in terms of using teachers discourseelementwhich highlights a communication strategy as an unplanned and unstructured type of discourse that usually comes from spontaneity (variable among teachers). Young (2006) stated: Communication is more than words. Your body language speaks to listeners through visual elements, such as eye contact, physical distance between the speaker and the listener, gestures, postures, anybody orientation. Body language is as much a part of casual communication as it is of formal presentations.There are certain types of non-verbal communication applied upon the use of teachers discourse frame within the classroom context such as: body movements andpostures, gestures, personal space and vocal qualities thathave important implications whencommunicating without words.Body movements and postures are indicators of self-confidence energy, fatigue, reliability and attitude when teaching a foreign language ( Miller, 1998). Taking into account the concepts of teachers discourse the body messages pictures the enthusiasm and boredom about the subject matter being taught can sense confidence or frustration from the unconscious behavior of the teachers in which are very observable among the learners . Body movements and postures alone have no exact meaning, but they can greatly complement spoken communication.Gestures are another essential element whereLesikarandFlatley(2005) stated that theface and eyes are the most important features of body language. They basically determine much of the meaning behind body language and nonverbal communication. For example eye contact defines the reliability of the topic and maintains the line of respect between the teacher and the learner (Calero, 2001). Also it indicates if student weather a student is making a mistake or not through expressive gesticulations or by crossing the arms. This technique is a part on teachers discourse that is difficult to notice at first sight so it requires a deep observation which helps to produce outcomes of the pertinence of keeping a straight eye contact or detailing the changes it has in certain situation during the class. Facial expressions also include eyebrows and mouth gesticulations too.LesikarandFlatley(2005) stated,that another type of nonverbal communication involves space and how it communicates meaning in speaking and listening . This personal space can be used by a teacher based on the following aspects: intimate whichincludes a physical contact (for example: a handshake); personal that is related to close proximity and public which depends more on keeping eye contact and spoken techniques. Also the special environment plays a fundamental role because it allows the teacher to move around or to stay on one spot. In each of these spaces,the behavior in terms of the communicationdiffer and convey variousmeanings when approaching the learner into a new language and depends onthe relationship between teacher and student and thecomfortabilityand reliability established in theclassrooms.These aspects regarding to non-verbal communication when applying teachers discourse are adjusted to the responsiveness of the learner, social relations that have been established, motivation, and awareness that are the expected effects that the non verbal discourse might cause on them in terms of developing a sense of full concentration and good will to be immersed within the activities proposed by the English teacher.

Effects of teachers discourse

One important aspect regarding to out research study has to do with the impact or effect that the teachers discourse has in the classroom and how it is perceived by students.The role of teachers discourse is to influence interaction in a second language among the learners and to foster meaningful conversation and student learning in classrooms (Cazden, 1986). This means, setting aside the traditional recitation where the teacher dominates the classroom exchanges (Baursfeld, 1995) . For this reason the main expected effect is based in balancing the level of interaction centered in the student where they take an active rolewhere the learner gainsknowledge and understandsthe function in social life, and the role that language plays in the construction and shapingsocial relationships. Since suchrelationships are frequently characterized by differential patterns of authority and influence, now students have the opportunity to explorehow language learning process can be delivered taking into account the premise of applying the features implicit on teachers discourse such as body gestures, intonation, and speech amongothers. These are someoftheelements consideredto identify through this research.

Taking the above information into account, the main effects by teacher discourse are focused on influencing students behavior and learning where the teacher engageswhile working with the learner, as was observed in the Language Center.Therefore the learning process of a foreign language goes towards acquiring language functionality into real contexts, to be willing to attend to these courses,and share language knowledge in a meaningful way in a favorable classroom environment.

Research DesignThe descriptive study research of the project basically is based on a mixed research study (qualitative quantitative). Both are necessary because through observations of the several classes it allows to generate a complete description (gathering information and collecting data by class observation, interviews) of the communication strategies applied in the classroom. Once the information is collected, the following step will allow establishing the main characteristics that highlight teachers discourse centered on that moment the teacher is transmitting the communication patters as well as, the effects on the students learning process of a foreign language at La sale language center. Besides, this descriptive study permit a conception of our own ideas regarding to the English teaching and the elements that influence on students learning process.The case study methodology on the qualitative research receives the meaningful support on the evidenced informed instruments based on the surveys, structuredinterview and descriptive observation to extract the relevant aspects founded on identifying strategies of communication. The situation, teacher communication patterns, circumstance reflected and the impact in the classroom environment worth for phenomenological analysis that this study wanted to show. Later on the observations for a period of one year and a half, the project established the methodology on instruments that facilitated the analysis of the phenomenon detected on the La Salle Language Center context.Through this descriptive research we sort out the features involved on teachers discourse and its patterns to be observed and identified to establish the impact from communicative strategies towards the learners from teachers a point of view. Furthermore, this qualitative case study research extracted the elements on teachers discourse by applying a qualitative approach based on collecting reliable data and reinforces the theory support by gathering the students perception and points of view in the frame of teachers discourse.MethodologyA mixed descriptive research study (Qualitative- Quantitative) is generally designed to gain, describe and measure insight of behaviors, attitudes and opinions of a specific group of people related to a certain topic or issue. Under the premise of the descriptive qualitative case study principles, the first purpose is to gather information form a subjective perspective to explore and understand people's beliefs, experiences, attitudes, and interactions by observing the class to identify the aspects that are failing in terms of teachersdiscourse.Consequently, two main aspects we can also considered after the application of the research methodology: One has to do with the dynamism of the speech, as it takes place at a time (class or lesson) and space that is of course, the classroom itself. ( Rebollo, 2005) afterwards, we will be working on identifying the strategy to develop the teaching and learning environment using the ideas stated on the teachers discourse of ( Halliday ,1978) where the same concept is defined as a tool of communication to construct and to interpret meanings in the social context of the classroom. In such manner, the main task of the observation is;

in other words a distinguishing and identification of the facts or situations follow to the teacher and students perception.On the other hand, the case study project aims to generate a real comprehension that allows the researcher to select, collate, and report the data regarding the teachers discourse elements. Even though all the data information that comes out during the observations should be relevant this means that in our case the data must be focused on the techniques involved on teachers discourse. All those characteristics and types of communication in terms of approach are useful to adapt this information to the situations that will be further the descriptive research analysis.Through the case study instruments, the project attempted to apply interviews and surveys (quantitative method). Meanwhile, the project searched to precise measurement and analysis about the effects of teachers discourse to construct statistical models. In orderto explain what was observed with reliable information, the numerical data was strictly related to the main problem statement focused in La Salle Language center. This step was framed upon introduction of qualitative methods, where the interviewed add and suggested information whether this information was suitable to find a possible resemble to the research question.Following the line of qualitative model, the descriptive research setting instrument allowed discovering of previous knowledge and learning process placed on the background of the learner to whom the question are designed for, in order to get enough information regarding to teachers discourse, related to communicative approach. Moreover, the appliance of the instruments such as surveys interviews and observations provided a better opportunity to extract theories of teachers detecting alternative source of updated techniques in language learning methods that have risen on the last decades.To complement, the face of quantitative model (Lazarfeld, 1940) applied on this case study research, the survey data was given using basic check list questionnaires, based on the scale of learning development through teachers class management. Once the project completed the data collection stage, it become a meaningful point of view to teachers that are looking to accentuate an alternative way to approach to the students and which methods are tending to be obsolete following the language center principles, which target proposal is to develop a well structure English learning process promoted the statements of task based learning classes.We are well aware, the gaps existing in some cases where the bridge of communication inside the classroom seem be hidden in teachers discourse patterns taking into account the Language center, because giving direction in words that learners can understand is not applied at all not to mention, the wide of mark of non- verbal (threading body gestures) communication (Gumperz, 1991) seems to delivers an unexpected environment among the students from La Salle Language center.Although, the intention of this descriptive research project was to show the methods of La Salle Language Center systematically by gathering information along the teachers and learners within the same context, to extract detail concepts about teachers discourse in order to develop strategies or techniques of verbal or non verbal communication, it is important to clarify that the environment under study was not manipulated or modified.Taking into account the information above, the application of the instruments (surveys, interviews, observations) looked forward to identify relevant communication techniques to develop a teaching process where the learner can be able to acquire and contextualize a foreign language based on their language needs, perception of the world, cultural background and desires.InstrumentsThe instruments are designed to collect information and to support the base theories written at the beginning of the project. Therefore, we have chosen three instruments to develop our research which are: observations, surveys and interviews. Through observations that we already had written, certain reportshad also identified some of the possible things to fits on the developing a learning-teaching process. There are many positive aspects of the observational research approach, as stated by Babbie (1992) observations are usually flexible and do not necessarily to be structured around a hypothesis. Thereafter, in a previous conducting a more structured research, the researcher observes and write notes in order to formulate a research question.Surveys and interviews will feed the research in terms of detailed information based on the perception about the teaching process linked to teachers discourse, where the questions might draw in some way the desire strategy to develop a class taking in account our research project.SurveysBasha & Harter (2000) affirms: Surveys are methods of collecting quantitative data or statistical information about specific issues in determined population. A research survey contains a measurement procedure that involves asking questions to a certain group of people. The surveys also gather information about peoples thoughts in terms of language acquisition followed by teachers discourse; those elements are presented in this research project.The Questionnaires that applied were based on closed ended questions which the levels of frequency such as: Always, sometimes and rarely. The scale is founded on Liker (2001) reflects that allows to sort out practically the categories regarding to the questions established. In addition, the on Open-Ended Questions Survey respondents are asked to answer each question in their own words where the responses areusually categorized into a smaller list of responses that goes towards their professional goals, their participation in class, autonomous practice of the language and their own perception on how the classes are made within the perspective of teacher discourse.The survey was conducted in the third semester of the teaching-practicum on 2011. Through the survey we wanted to know the visual perception of the learners in how the teacher delivered the knowledge. Taking into consideration the survey applied at La Salle Language Center, we organized the information structured in elements of verbal and non-verbal communication based on the moments established within the classroom context.

Structured InterviewsThe aim of the interviews is to collect more information from the participants about the issue being researched so that the researchers can obtain different points of view by setting structured questions that were planned regarding to the research problem (Gillham, 2000).These questions are related to a certain topic or inquiry in order to obtain information and understanding of issues relevant to general aims and specific questions of a research project The interview was applied following the qualitative research interview through questions that extracted the most useful communicative strategies and its relation to speech acts within verbal and nonverbal communication strategies. The qualitative research interview has a tendency to be less assembly than the structure interview. Our model of interview was created to source reliable and valid information of a variety of key conceptions, thatis why the focus of this type of interview was the interviewees point of view, to after, the interviewer provides measurement weigh in the concepts related to the main topic, that is in this case the communication patters inside the classroom from a teachers discourse perspective. Furthermore the qualitative research interview model permit a flexible order of question, schedule and organization of the interview that afterwards allow the inclusion of new question that could be generate from the interviewer.

Class observationClass observation is an important data collection instrument due the possible information gathered as the pertinent of an actual teacher class develop in front of the students. Class observation is not dependent on the respondents memory. It records exactly what has happened, not what the respondent believes has happened. This instrument does not interfere with the respondents day-to-day life.A teacher can learn through observation how successful teachers put theory into practice. As pedagogical principles are applied to the science of teaching, the teacher can understand the theories and concepts presented in preparatory coursework. Careful observation and thoughtful analysis help lay the foundation for the development of sound teaching practices. In this sense, the classroom is an important encounter between teacher and a body of students where learning occurs or is guided (Margaret kerns, 1988).This instrument helps to establish a meaningful relationship between teacher and students that contribute to provide an alternative class environment andlearning process.A class observation determines the communication strategy upon the concept of teachers discourse by writing up every detail in terms of the way that the teacher delivers certain information regarding to foreign language teaching process. In fact, class observation could be the base for designing classes and could be considered as a tool for an effective teaching and learning process. Thus, observing is the process of studying classroom activities to determine teaching strategies and student responsiveness.In terms of our research, the descriptive observation represented an effective method of data collection because we had the opportunity to identify clearly the categories that are involved persuasion, engagement and the learners reaction within the concept of teachers discourse and in which we expected to observe during the development of the classes.

Data AnalysisIntroductionThe purpose of this chapter is to show how the gathered data that was analyzed. To begin with, the researchers took as a reference Burns (1999) perspective proposal as a guide for the overall data analysis. Then, descriptive statistics and thematic analysis was explained as specific data analysis. Later, researchers will show the patterns and trends that emerged from data triangulation. Finally, outcomes will be interpreted based on relevant literature and previous studies.Overall Data AnalysisThe data analysis aims to identify the most suitable communication strategies which involve verbal and non-verbal communication by describing its uses in the characteristics suggested by Pallinscar(1989). Therefore, we took into account the characteristics of teachers discourse such as persuasion, delivery and engagement in order to establish categories regarding to the moments of a class which includes the warm up, study focus ( given knowledge) and the wrap as well we came up with the flowing categories based on verbal and non verbal communication: Engagement when starting a class, persuading the learner to follow the English teaching process and delivery of a topic.On one hand, quantitative data analysis was presented by surveys in order to gain insights about extents, measures or weightings up of the main issues of the research project. They will be analyzed through descriptive statistics proposed by OLeary (2004).On the other hand, data of qualitative character will have two instruments: interviews and descriptive observations. These types of instruments normally provide or describe the natural context to understand the participants interpretations and perceptions.In this case, researches followed a thematic analysis proposed by Norton (2009) who aims to search for trends or patterns that come from the data.Verbal Communication

Engagement when starting a classOne of the main characteristics of a teachers discourse is to engage a topic where the main purpose is to guide the learners to get immersed into a new language learning process that it is basically the first step of setting an environment where the students could feel encouraged to acquire a second language based on the communication techniques used in a classroom context.Analysis from the surveysFirstly we wanted to know the point of view of the participants who are involved in the foreign language process. We started by asking the students how the teacher approached the learners when the teacher arrives to the class. According to students from La Salle language center, most of the teachers tend to raise the voice once the class began (see graphic 1 verbal category) where the common sentences usually were: pay attention to the class; Hey guys, eyes on here or focus on me please wherein conditioned the students to keep the full concentration in the participant in charge of providing knowledge. For this reason, we can affirm that usually the teacher established a first approach by the employment of a high tone of voice in order to avoid scattered or disperse concentration which based on Searle (1985) it belongs to a directive language that refers to the verbalcommunication frame in the fact that the high tone of voice sets an environment that leads the learners to follow the rules and maintain a full attention from the beginning.GRAPHIC 1 (verbal communication category): The tone of the voice is kept up by the teacher in order to keep the audience focused in the class ( annex 3- surveys)

Commentaries according to the students from the language center:The teachers uses a high tone of voice during the first approach of the class using expression such as ok guys pay attention and gather togetherAnother aspect to take into account within an outline of engagement refers to the employment of experiences denominated as assertive speech act content inteachers discourse (Searle, 1985). So then, during the application of this instrument we asked the students the moments where the teacher engaged the class through experiences.

Consequently, some of the students agreed that the teacher shared own personals experiences such as: trips to an English spoken country to show the importance of managing a foreign language to know a new culture, embarrassing anecdotes due to the lack of English use or simply sharing the information about the last vacation as a mode to engage the learners through the use of English in the classroom context (see graphic 2 verbal category). Founded on this result we can state that the use of experiences becomes a preferred communicative strategy to engage the student in the course of context that seems to be adjustable in terms of language needs.Graphic 2 (verbal communication category): The teacher uses own experiences to engage persuade or deliver a topic. (annex 3 - survey )

Commentaries according to the students:Experiences are mostly used as a warm up where the most common situations shared are travelling experiences or embarrassing situations due to lack of English.

Analysis from the structured interviewsThe structured interviews provided specific information regarding the use of verbal and non verbal communication strategies to deliver a topic regarding English teaching process, to encourage the students to speak a second language or to convince to understand the importance of English as a new way of communication.

Therefore, we started by a teacher who speaks loudly but respectfully meanwhile(interview 1 question 10- annex 1). He said that the high tone of voice can be used in a directive way to establish rules of behavior without getting rude. On the contrary, one of the professors against raising the voice affirmed that raising the tone of voice could create a negative environment among the learners wherein the main suggestion was to keep a firm tone of voice without getting too loud (interview 2 question 10 annex 1). Taking into account this point of view we can state that the idea on increasing the level of the intonation might generate a negative environment among the learners from the first moment because it leads to possible unwillingness to get into the process of learning a foreign language.

In terms of the experiences, another teacher (Interview 3 question 8 annex 1) suggested the use of anecdotes which included embarrassing situations due to the lack of English use in order to engage the learners to the benefits of learning a foreign language as need of communication. Therefore, we can assume that the teacher has in mind to convince the learner about the importance of acquiring a new form of communication sharing real situations which in the frame of teachers discourse is denominated as a commisive speech (convincing the learner about the importance of gaining a foreign language) act through verbal communication. On the other hand, there are some other participants in charge of providing knowledge involving the learner into interactive language (student student) as indicated by a teacher who agree to have the learners to develop speaking skills (Interview 4 question 8 annex 1) recommended to encourage the use of English as a way to fulfill language needs in which the most suitable method of engagement according to the teacher interviewed is mostly founded in setting role plays of real situations to ignite an awareness of the use of English as a foreign language.

Analysis from the observationsThe descriptive observation gave us a better idea to identify and to establish the most useful communication strategies that focused in developing a functional learning process where we were to not only observed the uses of teachers discourse from its macro-categories : verbal and non-verbal communication, but also the implication in the way of setting the first engagement.

We retook the directive language to analyze the use of the tone of voice as a first step to keep the learners focused while maintaining the proper behavior. First of all, we observed that the professor ( Observation 2 April 21st- annex 2) raised the voice during the first approach in the class context to catch the students attention and lead the learners into the purposes of the teacher which at first was to give a feedback about vocabulary related to verbs. From our perception, during the first moment of the class, the professor with the high tone of voice applied this strategy to have the students to be prepared for the class session. Also, during another class ( Observation 5 may 8th annex 2) the teacher arrived to the class with a high tone but enthusiastic voice that immediately caught the attention of the learners in which she started with a phrase okdears, eyes in here .These strategies not only maintained the students focused on the class during the first moments but also set a sense of importance of maintaining the attention regarding such a necessary matter like learning a foreign language, in which the strategy was led to somehow enhance students to be prepared for the development of the class.Also, the teacher kept a same tone of voice. The main characteristic of starting the class was by greeting the learners and asking them questions about their last weekend ( to introduce simple past) that in terms of the research is an application of contextualization instead of directive language through raising the voice while delivering the importance of the topic and the pertinence with the language used ( the student asked what are the benefits of acquiring a new language ) non what we call engagement of a topic as a way of persuasion stated by Pallinscar ( 1989).

Persuading the learners to follow the English teaching process

From the verbal communication outline, persuasion is an essential characteristic implicit in teachers discourse which depends on the way the discourse is managed where there are elements that were taken into account such as reliability in the sense to convince the learner about the relevance of acquiring a foreign language as it was proposed by Pallinscar (1989).

Analysis from the surveys

Through this instrument the students shared that the manager of the class in most of the sessions, utilized simple language, where the vocabulary and expressions were adjusted to situations that thestudents from La Salle language could handle. These situations were related to: last vacations, future plans, common interests (graphic 4 verbal category).

Graphic 3 (verbal communication category): Use of simple language to avoid overwhelming the learner

Commentary:The graphic correspond to the question: how often does the teacher use simple languageand easy to understand ( annex 3 survey ). The learners from La Salle language center expressed to be concentrated in the class mostly when the teachers used their own experiences to contextualize a theme or to show the importance of acquiring a new language where the most common situations used in the classroom contexts were based on trip vacations to explain a topic or to aware the students

About the language needs to develop interaction (graphic 3 verbal category). Another opinion from the learners suggested that they felt comfortable when there was an employment of simple language of vocabulary related to contexts where the students are usually immersed such as: social relations, steps to get a job, personal preferences which vocabulary was very easy to understand (graphic 4 verbal category).

Based on the question: How often does the teacher interact with the learners to encourage them to participate?, the 80% of the students affirmed that the teachers used role plays or debates to have the participants to interact. These opinions lead us to understand that the experiences are meaningful tools that establish an effective environment where the teachers encourage the students to share their experiences as well and to interactto the participants involved in the classroom context as it was said by some of the students at La Salle language center during the surveys (graphic 4 verbal category).Graphic 4 (verbal category): The teacher interacts with the learners and has them to participate in the class

Commentaries:The teacher used experiences, set role plays, set debates to develop interaction where the language used was easy to manage and the context set was applicable to the learners language needs.On the contrary, some of the participants stated that in certain occasions of the class there was a lost of attention due to the complicated vocabulary that according to the people surveyed the words were out of proportion because it did not cover common situations among the learners (according to them words they never heard before) (graphic 2 verbal category graphic 2 has the title: The teacher uses own experiences to engage persuade or deliver). The employment of complex language predisposed a negative environment due to the lack of understanding where unfortunately all the intentions of persuading the leaner to keep focused in the class or to gain willingness to continue with the courses because of the lack of reliability (foreign language is not used within the context where learners are used to).

Analysis of the structured interviewsThrough the interviews we had a deeper perception in the most useful strategies to persuade the learner about the relevance of acquiring English as a second language. Firstly we asked from the perspective of setting a communication bridge about the most effectivestrategies through teachers discourse to involve the participants into the purposes of persuasion. The professors from La Salle center affirmed that the main element to take into account in the aim of persuasion is to demonstrate reliability by the resources like videos, visual aids, supportive information. For example, a teacher related to the employment of the last resource mentioned ( Interview 3 question 8 - May 5th annex 1 ) affirmed that knowing or having the knowledge is not enough because it must go along to a confident attitude, supportive information that maintain the paradigm proposed in the classroom steady. In addition, a teacher who likes to apply role plays complements the statement by stating that the use of examples taken from real situations that works as a helpful tool to convince the students about the veracity of the information (interview 1 April 22nd annex 1).The data collected above stated that the teachers from La Salle language center found the effectiveness of encouraging the learner to continue in the foreign language process is centered on the way the teacher demonstrate the reliability of the information and the way the information is supported weather is through real situations, experiences or understandable explanations that lead the students to trust their teacher.

Therefore, taking into account the ideals of Pallinscar (1989) and the people interviewed, this research affirms that the teachers discourse as a method to get the learners involved through convincing information and supportive arguments increased the opportunities to create a bridgeof communication in a foreign language within the classroom context.Another aspect that we considered important for the persuasion category was the ignition of critical thinking in order to persuade the learners to interact to each other in a second language. In the case of a participant who likes using extra resources besides the books said he triggers the discussion through images, images, audio clips or texts (Interview 1 question 4 April 22nd annex1) which becomes visual and listening aids that complements the spoken language implicit on teachers discourse that it could encourage the students to interact based in a complementary tool (visual).On the other hand, another teacher suggested that the crucial thinking can be developed through manageable discussions involve with topics on the daily basis that must be guided by the teacher to refine aspects about accuracy ( pronunciation grammar use righ use of vocabulary ) in terms of the language use ( Interview 2 April 28th question 1 annex 1 ).Therefore, it is necessary to state that discussions with persuasive aims needs to be conducted to develop new elements of communication and to direct the students to express an idea or point of view more precisely.

Analysis from the observations

The first aspect we took into account within the observations was the use of experiences. In one of the classes (observation 2 April 21st annex 2) the students were encouraged to share their experiences about goals that have been accomplished which purpose was to engage the students to the use of present perfect while lead them tocontextualize (apply the language needs into a foreign language) English grammar and to turn it into a common language use. In addition, the use of anecdotes worked well to persuade the students to behave right which turns out to be effective because it avoided the overuse of directive language. This theory was observed in the class of an experience teller teacher (observation 6 May12nd annex 2) whose anecdote came up based on a moment when one of the learners used the cell phone during the session. In such anecdote the teacher had the students to understand that due to a mobile use distraction he missed relevant information about a PhD during a conference.During the observations we noticed the purpose of the teachers to persuade the learners to become participative and to infer or discuss in a second language. For example, in the class of the teacher (Observation 1 April 21st annex 2) the learners were encouraged them to have peer correction in the use of vocabulary or appropriate grammar where she had them to correct to each other in the pronunciation of regular verbs.Another aspect we noticed was to have the students to talk in front of the audience as it was observed in the class five (observation 5 May 8th- annex 2) where each student presented a project exposed before the participants to share their future plans.This activity could help the students to overcome their fears to communicate in a language that at first it represents a complex matter.Finally, we found that the teachers encouraged the students from La Salle Language center to participate in debates usingthe theme of pregnancy in teenagers as it was observed in the last observation regarding to the class of one of the teachers (observation 8 May 18th annex 2). Based on this observation we can affirm that setting a controversial topic highlights a propitious situation where the teacher can have the participants to be involved in an active learning process based on sharing ideas or points of view that allows promoting a posterior reflection and development of the foreign language as well.

Delivering of a topicAccording to Leech (1983) the teachers discourse involves transmitting or delivering the information which in the term of verbal communication requires reliability, tone of voice, and a pertinent easy language use understandable in the classroom environment.Analysis of the surveysAs it is shown in (graphic 3 verbal category) the students noticed that the use of experiences is still the most common discourse strategy to provide the learners with information about the implications of the topic been studied into real contexts.Analysis of the structured interviewsThe teachers held the idea that the best way of delivering is by supporting the knowledge established in the classroom which according to an expressive teacher (interview 1 question 8 April 22nd annex 2) who affirmed that spoken language in terms of teachers discourse needs to be managed through expressive language along to variable of tone of voice and quotations of real situations or images to avoid falling into boredom. In addition, the teacher interviewed (Interview 2 question 8 annex 2) prefersto employ topics regarding to national issues, fashion or about sports to engage, to deliver and to relate the grammar to real situations. These answers are very useful in the sense of verbal communication because it does not follow the line of classes based on drilling; instead it delivers an alternative facilitating the teaching process wherein the discourse is adjustable to the language needs of the learners.Analysis of the observationsIt was interesting to see that during the observations in some of the classes the teacher took a moment to explain to the learners the importance of acquiring a foreign language through experiences, visual aids or videos. For example, in one of the sessions the teacher told them that he decided to learn English as a need of communicating in an English spoken country through methods such as : reading the local newspapers, listening to guns o roses lyrics or by watching movies with English subtitles ( observation 2 April 21st annex 2 ) . In addition, there were other tools for explaining the importance of English by contextualization in which the teacher (Observation 4 April 28th annex 2) transmitted the importance of learning English based on role plays related to situations like job interviews, trips, social relations which it could be a potential strategy to deliver the main aspect of acquiring a new way of communicating while contextualizing by getting the learner immersed into their own language needsFinally we also noticed that the teachers tend to use worksheets that require grammar corrections, videos to show vocabulary about clothingand slide presentations with images along to anecdotes as arguments proposed by the teacher (observations 1 2 - 6 annex 2). The observations suggested that having the right knowledge or being expressive might be insufficient when delivering in a classroom context.

Non Verbal CommunicationIn the following analysis we extracted the way the teacher manage kinesthetic movements, facial expressions, and use of space to generate a communicative approach through an unplanned or spontaneous way to complement the verbal communication techniques.Engagement when starting a class sessionEngaging a learner or having them being aware from the once the teacher arrives to the classroom involves the visual perception of the learner which means an awareness through the use of establish a first impression based on the body language.Analysis of the surveyDuring the surveys the students affirmed that the teacher smiled or kept an straight sight mostly in and look around once they enter to the classroom (see graphic 1 - 2 nonverbal communication category). Also the indicated that some of the teachers greeted the learners by a handshake hug or a kiss on the cheek as a sign of close relation upon trust (see graphic 4 nonverbal category). These statements point towards two relevant aspects that can be taking into account the use of non-verbal communication in the frame of teachers discourse which are the straight sight to engage the students to the classroom context and the close proximity in order to establish a friendly environment.

Graphics 5 (nonverbal category) the teacher keeps astraight sight on the learners

Commentary:The question regarding to the graphic was: How often does the teacher maintain a straight sight on the learners. The students said that during the first moments of the classes which clearly demonstrates that it is a way to keep them focused once the class session starts. ( annex 3 surveys ).Graphic 6: The teacher establishes a close proximity

Commentary: The teacher had a close proximity when the class initiates (walk nearby, handshake, and hug) where from our point of view it is an effective communicative strategy to create a friendly atmosphere. (Annex 3 surveys).In terms of the classroom space, the learners from La Salle language center perceived that the teachers tend to move around when introducing a topic and to stay in one spot when listening to the learners or when giving feedback (see graphic 4 nonverbal category). Within the concept of teachers discourse the learners surveyed seemed to be aware of the kinesthetic movements but there was a description of their body language that were actually taken from the observations.Analysis of the structured interviewsThrough the interviews we noticed that the main priority of the teachers from La Salle language center emphasize in the employment of facial expressions as first step to engage a topic or to establish a directive language to keep them concentrate the students when the session begins. For example, teacher number 1 suggested to that the first step to be taken in terms of engagement should be based on the constant eye contact which is a tool that somehow set directcommunication in terms of giving feedback or giving a instruction catching the concentration of the participants. (Interview 4 question 7 May 15th annex 1).The motion skills are also a very pertinent way to introduce a new topic. This statement is supported by a teacher who during the classes, waved her arms and hands and walked backwards to give an idea about the past actions and moved in a exaggerating way to engage vocabulary which contexts were: last vacations, things done during the week, past actions read from the textbook. (Interview 3 question 5 May 5th annex 1).Such strategy could allow having a first understanding creating an initial awareness based on body language.Analysis of the observationsThe first aspect observed was the directive language. For example, the teacher in observation five (observation 5 May 8th annex 2) crossed her arms when she noticed that the participants were talking too much at the moment of her arrival in the classroom. In addition, we also noticed how the teacher created a first awareness about the sense of behaving properly through a visual contact when one of the students was distracted using a mobile phone (Observation 1 - . April 21st annex 2).The facial expressions and body language also established an engagement in which the teacher introduced vocabulary regarding to the five senses through a mimic game in which the teacher gesticulated constantly and combine it with usual corporal movements such as opening eyes wide, moving arms around, walking front and back ( observation 6 May 12th annex 2 ).Persuading the learnerto follow the English teaching processPersuasion has to do with non verbal communication taking into account one of the speech acts established by Searle (1985) the most suitable speech act is the expressive because it includes gesticulations, eye contact and moving hands and arms around and could be an useful technique to persuade the learners to be willing to continue with their foreign language learning process.

Analysis of the surveyAs we observed on the (graphic 4 nonverbal category) the teacher remained on his position to lead the students in their learning process by setting situations regarding to interaction where role plays and debates are very used. In this section there is also remarkable the fact that the teacher is not only the person who establish the rules, but he is a person willing to share knowledge while the teacher is learning from the same students.

Analysis of the interviewsIn terms of non-verbal communication the professor interviewed suggested that an effective way to persuade the learners about the reliability of the information be being expressive in terms of body language and facial gesticulations because it demonstrates confidence which in terms of first impression set a sense of trust among the learners (Interview 2 May 28th annex 1 ).Following the establishment of rules from the first moment the strict teacher stated that teachers need to stay in one spot to keep an overview of the classroom context (Interview 3 question 11- annex 1). From our point of view, it might be an interesting technique in terms of setting a way to persuade thelearners to follow the rulesAnalysis of the observationsIn the application of this instrument we extracted the facial expressions as a useful method to persuade by the employment of noticeable gesticulations where most used were centered on the eyes ( wide open), or waving the head around in sessions to introduce idiomatic expressions such as : its raining cats and dogs that from our perception it helps the learner to get closer to new English expressions( Observation 3 April 24th annex 2 ). Also, another teacher suggested to keep a close proximity, especially when the students are carrying out a task in order to create an environment of communication in a foreign language based in setting a circle of trust within the classroom context.Delivering of a topicThe non-verbal communication encourages or discourages the learner to stick to the line of a proper learning process supported by an expressive body language that portraits confidence and reliability. Such aspects are reflected on the teachers when communicating to the audience and in the way they (teachers) manage to get the learners involved into a new learning process using convincing techniques, and applying resources to support any knowledge to be explained.Analysis of the surveyDuring the surveys students affirmed that the teacher walked around mostly while giving an explanation along with expressive body language (see graphic 4). We can assume that the learners from La Salle language center perceived the teachers as people who employ constant body language. In addition, the students pointed that the teachersmaintain eye contact that somehow it highlights a bridge of communication when delivering information (see graphic 2 nonverbal category).Graphic 7(nonverbal category): The teacher smiles once he arrives to the class

Graphics 8 (nonverbal category: The teacher keeps a straight sight on the learners

Commentary: Most of the students assured that the teacher smiles in certain moments of the class that it is an effective non verbal technique to maintain the learners within a comfortable contextGraphic 9 ( non verbal categoriy) : The teacher walks around the classroom

Commentaries:The teacher looks around while using the classroom space which means that the teacher take use of the physical environment of the classroom to maintain the learners involved to the classAnalysis of the structures interviewsAccording to professor who likes to take advantage of the classroom space indicated that walking around the classroom ignites a friendly space among the learners that makes them feel more comfortable (Interview 1 question 11 annex 1). In addition, there are two contradictions about the use of kinesthetic movements. Firstly, the same teacher stated that to move around helps the learners to identify vocabulary on the communicative purpose established by the professor (Interview 1 question 11 annex 1). On the other hand, another teacher suggested to stay in one spot to keep an overview while keeping straight sight over the learners (Interview 1 question 11 annex 1). Both of these points of views are valid and adjusted depending of the use of the classroom space preferredby the teacher according to their ideologies of the implications in the students from La Salle Center from moving around or standing in one spot.Analysis of the observationsIn the application of this instrument we extracted that the body language as a useful method to deliver information by the employment of noticeable gesticulations, pointing around, and walking around the classroom (Observation 7 annex 2). Such aspects regarding to non-verbal communication become useful when combined with appropriate speaking skills because they deliver a powerful way using explicit visual methods while speaking in a foreign language.

Data Triangulation of the InstrumentsAfter comparing the data, the researchers will develop the interpretation about information gathered from the three different instruments where the main objective is to identify the most relevant aspects applied in verbal and non-verbal communication taking into account the categories extracted from the characteristics of teachers discourse: Engagement when starting a class, persuading the learner to follow the English teaching process and delivering a topic.The instruments allowed us to understand that the communication techniques and strategies that are quite variable among the teachers according to the meaning of each one of the categories previously mentioned (engagement when starting a class, persuading the learners to follow the teaching process, delivering a topic) in which spoken and body language plays an important role in terms of developing a new learning process appropriately.

SUPRA - CATEGORIES | INSTRUMENT| TENDENCIES IN TERMS OF RELEVANT ASPECTS OF TEACHERS DISCOURSE |CATEGORIES | | |VERBAL COMMUNICATION | SURVEY | INTERVIEW | OBSERVATION | |ENGAGEMENT WHEN STARING A CLASS SESSION | High tone of voiceDirective languageExperiences Share information | High tone of voice Firm tone of voice but not highExperiencesConvincing language | Directive languageDebatesEnthusiastic voiceExperiences | High tone of voiceExperiences High tone of voice Directive language |PERSUADING THE LEARNERS TO FOLLOW THE ENGLISH PATH | Role playsExperiences | Reliability Triggers real contextExperiences Critical thinking | Discussion activitiesPeer correction Role playsExperiences | Experiences Role plays |DELIVERING THE TOPIC | High tone of voiceexperiences | Avoid drilling Convincing languageLanguage needs Real context | Convincing languageLanguage needs Visual aidsRole plays ( real context) | Convincing languageLanguage needsReal context |NON VERBAL COMMUNICATION | | | | |ENGAGEMENT WHEN STARTING A CLASS SESSION | SmileShake hand | Confident gesticulationsClose proximity | GesticulationsClose proximity | Close proximitygesticulations |PERSUDING THE LEARNERS TO FOLLOW THE ENGLISH TEACHING PROCESS | Straight sightClose proximitySmile | Noticeable gesturesEye contactDirective languageHand movements | Noticeable gesturesClose proximityHand movementsEye contact | Straight sightClose proximityNoticeable gestures |DELIVERING THE TOPIC | Expressive gesturesUse of whole space | Whole space useEye contact | Hand movementsFacial expressions Whole space use | Space useSmileEye contact ||| | | |

FindingsThe data analysis allowed us to identify the most relevant aspects through verbal and non-verbal communication in the frame of teachers discourse by using the instruments to gather information based on the students perception, teachers knowledge about any topic proposed by the teacher, and our own critical thinking in terms of description. The categories that we took into account were the characteristics of teachers discourse proposed by Pallinscar (1986): engagement, persuasion, and delivering.In regard to the findings, the teacher introduced the topic by the use of experiences, reflective videos or setting themes of discussion along to the employment of the whole space of the classroom, constant body movements, constant eye or in certain occasions contact which complement to each other in the fact that it encouraged the learner to interact and to share ideologies, because it seemed that even when the grammar or vocabulary implied was not fully understood due to the limited use of foreign language the expressive nonverbal communication ignited the student to gain the first notions within the teachers purposes.In terms of persuasion, the learners from La Salle language center are pursuit to participate by using anecdotes about embarrassing situations due to the lack of English. In addition, teachers triggered contextualization through role plays and language use through peer correction. Also, they persuaded the learners to avoid the use of electronic devices or to lose concentration in class by opening the eyes widely, crossing arms or getting which clearlyindicates uncomfortably to the inappropriate behavior.On the other hand, the use of experiences leads the communicative teaching techniques in terms of convincing not only in terms of the importance of a foreign language but also in setting guidelines to keep the learners concentrated during the sessionsSuch communicative strategies content in teachers discourse became meaningful when the teacher kept a close proximity and smiled once in a while that In the frame of the research, it establishes a circle of trust that break the initial tension between the teacher and the learner where the student feels comfortable enough to begin communicating in English at least in the classroom context and to have the willingness to follow the rules adopted in the class.In regard to delivering information we found that the teachers employed expressions such as slangs or informal communication to set role plays or by projecting movies or television shows to confront the students into real situations that require use of English. In addition, the use of noticeable expressions based on exaggerating body movements or gesticulations ( eyes mouth ) was observed most of the time in which some of the students gesticulated according to the situation (to indicate a mistake, to emphasize on a relevant aspect of a topic).Another aspect that could be taken into account is about the fact that these teachers had the tendency to support their paradigm using visual aids such as videos, situation, experiences or readings and giving details of the arguments that support a topic. Furthermore, this speech got supportedby the use of the constant eye contact in order to provide more credibility band to show confidence.In regard to the research, teachers discourse within the context of the Language center portrayed the constant application of some of the speech acts proposed by Searle (1989). Firstly, the teachers usually employed assertive communicative techniques due to the anecdotes or experiences to introduce a topic, to engage a learner to the language. The body language took an important role where gesticulations gave the sense of reality to each story. Therefore, we can assume that personal experiences ignite spaces of interaction, support information and provide real contexts.Secondly, commissive speech ( promises ) were used mostly to convince the learner to develop a new learning process based on the students language needs where the most common activities were role plays were learners could interact to each other, discussion ( develop critical thinking ) themes to guide the learners to the true paradigm. In terms of the non-verbal communication, the use of the class space varies among the teachers because there are some of them who rather to be in just one spot to maintain an overview of the learners.Finally, we identified another relevant aspect based on the concept of teachers discourse which is focused in setting the rules in terms of behavior. Such technique was also a speech act content in teachers discourse. As we observed an inquired, the teacher transmitted a sense of respect through a high intonation which from our point of view it was effective but should be managed withmoderation to avoid creating a negative vibe in the classroom context. Also the intensive close proximity a body movements such as crossing the arms was a clearly indicator of suggesting the learner to avoid misbehaving.Based on the information obtained we have got the sufficient elements to start developing the most relevant aspects to use in the frame of teacher discourse based on verbal and non-verbal communication techniques which purpose is to provide a communicative environment in a foreign language.

Conclusions and RecommendationsConclusionsAfter the investigation made through the observation, the analysis, the instruments applied and the study of the concepts, theories and authors around the teachers discourse concept. We study the main process set from the teaching language strategies in terms of verbal and non-verbal communication to later establish the speech acts related to the moments of the classroom development that portrait into the engagement of students with the topic, the appeal of a topic (persuasion) and final the wrap up action of delivering the topic. We identified the elements found in the exercise of language teaching, we took a journey through the observation and analysis using descriptive research based on the concept of teachers discourse. Teachers discourse implies many perspectives that facilitate the study of teacher strategies. On the other hand teachers discourse highli